FAQs
Q: How
would you advise us to introduce the Modules of the PRIDE ™ program?
It all depends. PRIDE ™ modules were based on extensive research of
development gaps in the ranks of technical and knowledge worker
professionals. The
subjects do address a broad range of competency and development
needs, so an approach would be to introduce the entire program as a
thorough response to these needs.
There are cases where companies have chosen to
take a piece meal approach. Typically,
a company may want to focus on a specific need right away and
selects a bundle that responds to that need. Other companies have budgetary constraints and introduce some
bundles in one year, planning to continue with other bundles or with
the whole curriculum in the following fiscal year.
Bundles are groups of modules that provide a well structured approach to
several areas. Click here for more information on the
PRIDE ™ bundles.
Q:
What if we feel the participants need the training but they
tell us that they do not have the time or resist the attendance of
classes?
First
of all, we do not anticipate this to be an issue with new
recruits' orientation types of programs.
On
other cases, our experience tells us that you are better off not
pushing against resistance. We
would recommend that the program be offered to few select people who
are willing to self nominate for the program with their managers’
approval and are willing to put in the effort to finish the program
with satisfactory grades and acceptable attendance.
We do not believe that performance problems should be
approved in the PRIDE ™ Program.
It is important to state the reasons why the company is
making the investment for these few self selecting, motivated
employees and why the competencies gained from the classes will be
instrumental in the advancement of their career and for their
marketability.
Once
the first graduation takes place, the feedback is so positive that
with the right communications and internal marketing strategy there
will be many people knocking on the door.
Q:
What steps do we need to take to maximize the perception of
the workforce for this program?
A
well thought out communications strategy is important.
First
of all a backing by the Senior Executive Leader and communication(s)
by him /her are essential at the launch and at each graduation.
Utilization
of internal electronic or employee newsletter has proved helpful
One
of our clients successfully set up a booth in a show by outside
vendors to have employees stop in and get information about the
upcoming program.
Motivational
aids (golf shirts with the Company and PRIDE ™ logo, baseball caps, plaques, graduations
certificates, etc. go a long way to create the right impression.
The
right message is usually the Win Win:
You gain valuable skills for your career, you become a more
valuable employee for us because of the way you will learn to
constantly improve the way you work with customers (internal or
external), with other associates in effective teams and you pick up
leadership competencies that you can apply to help with project
management or supervision if a right opportunity arises.
Q:
I believe that the whole PRIDE ™
program is very desirable but I do not have the budget this year?
The way most clients deal with this issue is to start
small and prove value. PRIDE ™ modules can be delivered individually or in select
bundles. The calculation of ROI and the positive feedback of participants usually
will help with next year’s budget approval for other PRIDE ™ modules or bundles.
Q:
How do I calculate my ROI (return on investment) so I can
convince management and also hold the facilitator(s) accountable?
Depending
on the circumstances, those calculations can be fairly simple and
others require more research and “selling” to senior management.
In
most instances we can provide you with pro bono consultation on how to
obtain and sell these ROI’s. Other
times, depending on our involvement, we may charge a fee to
accommodate the time resources we invest in helping you.
Q:
What do I do about foreign-born employees who present language
and culture issues for group training?
Very
interesting issue. Our
recommendation is that interaction with foreign born participants is
one of the best ways to talk about business behaviors and make the
participants aware of what culture of a company or a nation are and
how to read them.
We
had a French participant in one of our PRIDE ™ programs, who made it a practice at every session
to approach and individually shake hands with each one of his
colleagues! That raised a
few eyebrows, but when the subject of reading a client culture came
up, his colleagues based on Feedback Giving skills they had learned in
the course, they gave him that feedback and some considerable
interesting discussion followed.
The
result was that he was now aware of how his behavior was perceived and
the others had gotten a good lesson as to how relative business
behaviors are; both very valuable lessons in today’s global market
place.
To
the other part of the question: No,
PRIDE ™ is not a substitute for English as Second
Language!
Q:
I have a Training program already.
How does PRIDE ™
fit in?
It
all depends. We do not
know the answer until we can talk about specifically what are the
issues.
Q:
How do I manage the entire Communications and internal
marketing program?
We
will help you with that issue. It
is truly a win win for us to have a successful introduction of PRIDE ™ in your company.
We work with vendors of motivational aids, and we have
experience with what other companies have found useful.
We also scope with you what internal resources may be able to
help. Depending on the
size of your organization, and the context of how PRIDE ™ is introduced your internal communications
department or an external Communications firm may be needed.
Q:
My people are technically competent people whose presence is
needed to run my operation during business hours.
How do I handle this issue?
Some companies offered the classes after hours
and they bought food and beverages that was brought in.
The short duration of the class allowed people to do the
business duties, get the training and still leave having eaten dinner
by a reasonable hour.
Other companies split the 3 hours and had the
training on company time for 1.5 hours and on employee time for the
other half.
In
cases where the presence of staff is required for running the
business, either the department can be broken into two groups or
classes can be held after hours (see above) or the classes can be held
during the weekend, if practical.
Q:
My staff spends billable hours with the client, during the
business day. I would
never loose billable hours for any training and development program.
What is your recommendation regarding this constraint?
See
previous question about ways other firms have dealt with that issue.
Q:
How do I manage the expectations of the graduates?
I do not want more knowledgeable graduates to start expecting
that they will be promoted. Such
expectations may not be fulfilled and therefore turnover of graduates
may go up. How do you
recommend I handle this issue?
Very
important issue. It needs
to be addressed upfront and with directness.
This is not a guarantee for promotion.
Some possible wording could be: “We are willing to invest in
it because we care about the career and development and marketability
of our people. We also believe that we will be more productive as a
company from the skills we invest in acquiring.
If the opportunity arises, for advancement we want to make sure
that we have the feeder pool from qualified applicants to fill these
positions. We obviously
want to develop and retain the human assets of our company and
although we strive for growth and creation of opportunities we can not
guarantee them, since there are many variables in the market place.”
Q:
What steps need I take to make sure that the managers of the
participants are behind the program?
Critical
issue: Managers
/Directors or VP’s of attendees should be either briefed in
executive overview sessions prior to the beginning of the classes, or
consulted about the selection of the modules and case studies /
vignettes, or – if possible – on both. This is an excellent way for them to know the language and
materials used, the written commitments of the participants and other
details of the program. This
program allows for the sharing of the commitments participants make
with their boss to ask for their support and / or keeping them in the
loop. Those types of commitments are excellent coaching
opportunities for the supervisor.
Q:
Should the groups be homogeneous (same types of functional
skills)?
Not
necessarily. Cross
functional groups of learners are fine for this program, actually they
are extremely helpful if the group is jointly working on a project or
if they are part of an orientation and development program of new
recruits.
Having
said that, homogeneous groups of participants have been the majority
of the programs we have delivered and they have all gone very well. Despite the homogeneity, there are significant variations in
their backgrounds, style and experiences, which provides for
stimulating discussions and the appreciation of diverse viewpoints.
Q:
Should there be participants with reporting relationships in
the same group?
As
a general principle the answer is “No”.
We believe the opportunity for participants to raise issues
that need work for the improvement of the boss/subordinate
relationship require a safe environment.
This does not mean we do not encourage the addressing of the
issue and the creative ways to learn from its resolution.
It
only means that the PRIDE ™ classes are a forum for interactive discussion of
ideas and learning is not only for the participant who has the issue,
but also for others who learn from him / her and can use that lesson
in the future in similar circumstances.
